Banca de DEFESA: ANTONIO JORGE DE CASTRO

Portuguese-language African literature; Tales from Mozambique; School; Law 10,639/2003

This research aims to investigate the silencing of black knowledge in a public school in the state of Amapá, in northern Brazil. It is linked to the context of the Professional Master's Degree in Literature - PROFLETRAS/UFOPA and aims to problematize the teaching of African literature in the Portuguese language in the final years of Elementary School, more precisely in 9th grade classes. The research dialogues with law 10,639/2003, Law 1,196/2008 and the National Curricular Guidelines for the Education of Ethnic-Racial Relations and for the teaching of Afro-Brazilian and African History and Culture (2004) and with authors of Afro literature -Brazilian and African. The main objective of the research was to investigate whether/and how the teaching of Portuguese-language African literature is developed in the 9th year of Elementary School at school, as well as presenting a pedagogical proposal for the inclusion of African literary texts. In order to achieve this objective, a set of methodological procedures were developed, which were as follows: a bibliographic and documentary approach, a diagnosis involving school management, pedagogical coordination, mother tongue teachers in the final years of Elementary School and students of a 9th grade class also from the school where the research was carried out. After collecting and analyzing data from the diagnostic research, the silence in the teaching of African literature in the Portuguese language at school and the scarcity of Afro-Brazilian literary texts was confirmed. The intervention was then developed based on a set of Mozambican short stories in a 9th grade class. This process was positively received by the participants. It was possible to detect that teachers and managers have little knowledge about the laws that require the teaching of Afro-Brazilian and African literature in schools (laws 10639 and law 1196/2008), as well as a deficiency in the training of teachers in relation to Education for Ethnic-Racial Relations. In relation to students, there was a marked silence in relation to contact with works by African, Afro-Brazilian and quilombola writers, indicating epistemicide. Therefore, the insertion of a pedagogical proposal as a possibility of breaking this silence, through the stories of Mozambique worked at school, constitutes an effective means of implementing Law 10.639/03, Law 1.196/03 of the state of Amapá and Education itself Anti-racist.